Arab World English Journal (AWEJ) Volume 13. Number2. June 2022 Pp.312-327
The Impact of Self-Regulated Strategy Development on Enhancing Saudi Female English majors’
Reading Comprehension Skills and Self-Efficacy
Ashwaq A. Alreshoud
College of Languages and translation,
Al-Imam Mohammed Ibn Saud Islamic University, Riyadh, Saudi Arabia
Corresponding Author: firstname.lastname@example.org
Safaa M. Abdelhalim
College of Languages and translation
Al-Imam Mohammed Ibn Saud Islamic University, Riyadh, Saudi Arabia
Received: 3/26/2022 Accepted:5/23/2022 Published: 6/24/2022
The present study investigated the impact of self-regulated strategy development reading intervention on improving Saudi female English majors’ reading skills and reading self-efficacy. The study is significant with respect to its implication for the pedagogy of English as a foreign/second language that hopefully may broaden insights into the self-regulated reading process and reading self-efficacy among Saudi female university students. The study addressed three main research questions: (1) What is the effect of self-regulated strategy development on enhancing first-year Saudi female English majors’ reading comprehension skills? (2) What is the impact of self-regulated strategy development on enhancing first-year Saudi female English majors’ reading self-efficacy? (3) What is the relationship between enhancing students’ reading comprehension skills and reading self-efficacy? Based on the quasi-experimental design, two intact classes of first-year EFL English majors at the college of languages and Translation, Imam University, were randomly assigned into two groups (control and experimental). The experimental group students (N=40) were taught using the self-regulated strategy development, while the control group (N=40) students were taught using the traditional teaching method. The research data were collected from two equivalent reading comprehension tests (pre-and post-tests) and a reading self-efficacy scale. The results revealed statistically significant differences between the two groups’ mean scores on the post-tests in favor of the experimental group. Results also indicated an enhancement in the experimental group students’ reading comprehension skills and subskills, and reading self-efficacy. Pedagogical implications for reading instruction and recommendations for future studies are discussed.
Keywords: Metacognitive strategies, reading comprehension skills, reading self-efficacy, Saudi English majors,
self-regulated learning, self-regulated strategy development
Cite as: Alreshoud, A.A., & Abdelhalim, S.A. (2022). The Impact of Self-Regulated Strategy Development on Enhancing Saudi Female English majors’ Reading Comprehension Skills and Self-Efficacy. Arab World English Journal, 13 (2) 312-327.
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